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Senok, Abiola; John-Baptiste, Anne-Marie; Al Heialy, Saba; Naidoo, Nerissa; Otaki, Farah; Davis, Dave – Journal of Experiential Education, 2022
Background: The aftermath of the 1910 Flexner report resulted in significant gaps in the structure of medical education. Experiential co-curricular opportunities can contribute to addressing these gaps. Purpose: To explore, from a holistic social constructionism perspective, the added value of a co-curricular program, designed and implemented…
Descriptors: Medical Education, Educational Change, Experiential Learning, Learning Theories
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D'Olimpio, Laura; Teschers, Christoph – Philosophical Inquiry in Education, 2016
This article explores the meeting of two approaches towards philosophy and education: the philosophy for children (P4C) approach advocated by Lipman and others, and Schmid's (2000a) philosophical concept of" Lebenskunst" (the art of living). Schmid explores the concept of the beautiful or good life by asking what is necessary for each…
Descriptors: Educational Philosophy, Holistic Approach, Creative Thinking, Caring
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Salite, Ilga; Briede, Liene; Drelinga, Elga; Ivanova, Oksana – Journal of Teacher Education for Sustainability, 2021
The article continues a broader theme of long-term action research aimed at reorienting education towards sustainability. The study uses a broader, more holistic research perspective, which takes into account the quality of the current relationship between nature and humanity, which is related to the formation of relations in the Anthropocene age…
Descriptors: Action Research, Sustainability, Environmental Education, Correlation
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Freeman-Moir, John – Education and Culture, 2012
With strikingly resonance William Morris and John Dewey independently imagined what utopian education might plausibly be. Neither remotely thought of utopia as a perfectly ordered society, but rather as a process. Each understood education functionally in terms of how it fits with art, work, and democracy within a holistic conception of utopia.…
Descriptors: Educational Philosophy, Democracy, Holistic Approach, Social Environment
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Mahmoudi, Sirous; Jafari, Ebrahim; Nasrabadi, Hasan Ali; Liaghatdar, Mohmmd Javad – International Education Studies, 2012
Holistic education encompasses a wide range of philosophical orientations and pedagogical practices. Its focus is on "wholeness," and it attempts to avoid excluding any significant aspects of the human experience. It is an eclectic and inclusive movement whose main characteristic is the idea that educational experiences foster a less…
Descriptors: Holistic Approach, Educational Practices, Educational Philosophy, Educational Experience
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Olafsson, Brynjar; Thorsteinsson, Gisli – Journal on Educational Psychology, 2012
Pedagogical craft was established in the Scandinavia around 1950 under the name Sloyd. The ideology was developed by European educators from 16th and 17th century. Sloyd aimed to educate children holistically via a carefully structured system for teaching craft. The child became the centre of the educational activities and the development of the…
Descriptors: Handicrafts, Creative Activities, Creativity, Holistic Approach
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Iyer, Ranjani Balaji – Educational Research and Reviews, 2015
Education is under pressure to respond to the changing modern world. Education system worldwide aims to develop students into well-rounded citizens and help them become creative problem-solvers. Several theories have been proposed in the research literature which emphasizes the importance of social and cultural context to creativity. Eastern and…
Descriptors: Holistic Approach, Individual Development, Global Approach, Global Education
Gnanakan, Ken – Oxford University Press, 2012
This book upholds the idea of learning and education as a means to individual development and social empowerment. It presents a holistic picture, looking at learning as an integral part of one's social and physical life. Strongly differing from existing classroom perspectives, the book analyses integrated learning at its broadest possible…
Descriptors: Educational Philosophy, Holistic Approach, Role of Education, Individual Development
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Blair, Erik – Pastoral Care in Education, 2013
Single-sex schooling has been proposed as a way of addressing the disengagement of boys; the disproportion of gender in certain subjects; stereotyped gender images, and the labelling of some subjects as "masculine" or "feminine". However, there exists no clear research evidence to support such claims. Despite the lack of…
Descriptors: Single Sex Schools, Foreign Countries, Secondary Schools, Sex Stereotypes
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Peterson, Michael; Taylor, Patricia Diane – Reclaiming Children and Youth, 2009
The basic question of why schools exist can be addressed by two prevailing answers: to create workers and to develop citizens. The sorting and segregating and elimination of students who do not meet standardized expectations are a result of the belief that education should just produce workers. When creating workers is the focus of schools, the…
Descriptors: Educational Principles, Educational Benefits, Educational Philosophy, Educational Objectives
Marshak, David – 1997
This book describes the needs and potentials of children and youth from birth to age 21, based on a holistic understanding of what human beings are and can become. The description is based on the insights of three early twentieth-century spiritual teachers--Rudolf Steiner, Aurobindo Ghose, and Inayat Khan--whose works, the book claims, articulate…
Descriptors: Child Development, Child Rearing, Educational Philosophy, Holistic Approach
Gilsdorf, Rudiger – 1998
This paper calls attention to parallels in the literature of adventure education and that of Gestalt therapy, demonstrating that both are rooted in an experiential tradition. The philosophies of adventure or experiential education and Gestalt therapy have the following areas in common: (1) emphasis on personal growth and the development of present…
Descriptors: Adventure Education, Educational Philosophy, Experiential Learning, Foreign Countries
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Cooper, David E. – Journal of Philosophy of Education, 1983
Education's major goal should be to develop understanding rather than to divide knowledge into separate disciplines. Such understanding should be tied to the individual's situations and projects and should grow in response to questioning. Developing this kind of understanding is central to long-term individual development. (IS)
Descriptors: Educational Objectives, Educational Philosophy, Elementary Secondary Education, Higher Education
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Dengo de Vargas, M. Eugenia – International Review of Education/Internationale Zeitschrift fuer Erziehungswissenschaft/Revue Internationale de Pedagogie, 1993
Discusses the dynamics of education. Argues that lifelong education on such population topics as family, sexuality, sociodemography, and human rights has great potential, especially in rural and marginal urban areas for promoting human development. Examines planning and instructional considerations, and principles of a human development approach…
Descriptors: Educational Objectives, Educational Philosophy, Educational Planning, Holistic Approach
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Wheal, James R. – Journal of Experiential Education, 2000
Contemporary schooling, particularly high schools, could benefit from a return to the model of Plato's Academy in which ecstatic experience provided a central and informative role in addressing the higher stages of human development. Supplementing traditional curricula with integral practices that address body, mind, and spirit, and reviving the…
Descriptors: Adolescents, Educational Change, Educational Philosophy, Educational Practices
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